Understanding by Design

ability activities answers application approach assessment authentic performance backward design big ideas Bob James Bruner challenge Chapter complex concepts consider course coverage criteria curricular design curriculum dents develop effective empathy engaging essential and unit essential questions evidence of understanding example explanation facets of understanding facts feedback Figure focus food pyramid geometry goals grade grasp implied inquiry insight instruction instructional design interpretation involves learning experiences lessons logic mance mathematics meaning ment misconception misunderstanding narrative NDERSTANDING by ESIGN non-Euclidean geometry nutrition unit parallel postulate performance tasks perspective plausible points of view postulates problem problem-based learning ques require rethinking reveals rubric for assessing rubrics self-assess sequence six facets Socrates sophisticated specific Standard of Ur standing story student understanding target task analysis Taxicab geometry teacher teaching for understanding textbook theory tions topic uncover uncoverage unit questions Venn diagram Wiggins writing